Session 5 TAA eLearning course
•Download as PPT, PDF•
0 likes•200 views
This document discusses an assessment task involving designing an eLearning concept. It provides instructions for students to interview for their final assessment project, design a concept that includes learning strategies, delivery methods, teaching strategies and evaluation methods. It also prompts students to pitch their learning activity idea and resources to peers for feedback and support.
Report
Share
Report
Share
![Welcome – Week 4 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Session5
The document discusses an assessment task that involves interviewing students about their proposed eLearning projects. It provides information about what will be recorded during interviews, pitching project ideas to peers, and using tools like Picasa, Rapid eLearning software, and ARED to develop multimedia content and activities for the eLearning resources.
Integrating technology w_classroom
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
Session 5 - Evaluation and Useability for elearning
This document provides an agenda and discussion topics for an online mentor program session. The session covers learner evaluation, usability testing, updating a showcase presentation, and converging or sharing experiences at an e-learning conference. Participants discuss evaluating learners and resources through surveys, testing the usability of online tools and content, and continuously improving online programs based on feedback. The document guides an interactive discussion among mentors on delivering, supporting, and improving online learning programs.
Enhance Your Cuuriculum
The document discusses integrating technology into curriculum, including blogging and PowerPoint projects. It provides an agenda for a session that will explore using a blog about Canada, featuring the benefits of integrated units and blogging. Attendees are then instructed to create the first two slides of a PowerPoint project answering essential questions about exploration in Canada.
Online Posters & Presentations
Another PPT for our MILI program, this one talking about using online posters (Glogster EDU) and presentations (Google Presentation) in the classroom.
Prezi presentation
This document discusses the web 2.0 presentation tool Prezi. It defines Prezi as a creative presentation tool that helps engage audiences. The benefits of Prezi for teachers and users include ready-made templates and the ability to share or collaboratively edit presentations. The document provides instructions on how to sign up for a free Prezi account, insert images, text, videos and background music. It emphasizes using zooming and movement to catch attention and engaging students by making them part of the presentation process. Teachers are assigned to create a sample Prezi presentation to share on Twinspace.
Sharing Experiences
Shared experiences and expectations asked participants to write down questions about peer assessment tools on post-it notes and place them on the relevant topic posters around the room. The topics were data handling, software installation, integrating technology and teaching, marking algorithm and methodology, and collusion, victimisation, and fairness. Participants then joined the poster group closest to their main question or issue. Each group consolidated questions on their poster into a flip chart under categories of problems needing solutions ("Agghhh") or those with potential solutions already ("Eureka"). Groups then reported back key findings so the facilitators could address issues in afternoon sessions.
Inspiration Workshop
The document discusses using Inspiration mind-mapping software for teaching. It includes an agenda that covers introductions, previous experience with mind-mapping, research on its benefits, answering participant questions, practicing using Inspiration together and individually, and sharing ideas. Participants are asked to brainstorm possible uses for Inspiration in their lessons and post lesson ideas on the workshop website. Resources for Inspiration including free trials and video demonstrations are also provided.
Recommended
Session5
The document discusses an assessment task that involves interviewing students about their proposed eLearning projects. It provides information about what will be recorded during interviews, pitching project ideas to peers, and using tools like Picasa, Rapid eLearning software, and ARED to develop multimedia content and activities for the eLearning resources.
Integrating technology w_classroom
This document discusses using technology to enhance instructional strategies in the classroom. It provides examples of using online surveys to check background knowledge and set learning objectives collaboratively with students. Tools like Google Docs, blogs, and wikis are presented as ways to provide feedback, recognition, cooperative learning opportunities, and enhance homework. Skype, Twitter, and interactive discussion boards are presented as ways to bring outside experts into the classroom and facilitate interactive discussions. The document advocates incorporating these technologies to help achieve instructional goals like setting objectives, providing feedback, and engaging students in their learning.
Session 5 - Evaluation and Useability for elearning
This document provides an agenda and discussion topics for an online mentor program session. The session covers learner evaluation, usability testing, updating a showcase presentation, and converging or sharing experiences at an e-learning conference. Participants discuss evaluating learners and resources through surveys, testing the usability of online tools and content, and continuously improving online programs based on feedback. The document guides an interactive discussion among mentors on delivering, supporting, and improving online learning programs.
Enhance Your Cuuriculum
The document discusses integrating technology into curriculum, including blogging and PowerPoint projects. It provides an agenda for a session that will explore using a blog about Canada, featuring the benefits of integrated units and blogging. Attendees are then instructed to create the first two slides of a PowerPoint project answering essential questions about exploration in Canada.
Online Posters & Presentations
Another PPT for our MILI program, this one talking about using online posters (Glogster EDU) and presentations (Google Presentation) in the classroom.
Prezi presentation
This document discusses the web 2.0 presentation tool Prezi. It defines Prezi as a creative presentation tool that helps engage audiences. The benefits of Prezi for teachers and users include ready-made templates and the ability to share or collaboratively edit presentations. The document provides instructions on how to sign up for a free Prezi account, insert images, text, videos and background music. It emphasizes using zooming and movement to catch attention and engaging students by making them part of the presentation process. Teachers are assigned to create a sample Prezi presentation to share on Twinspace.
Sharing Experiences
Shared experiences and expectations asked participants to write down questions about peer assessment tools on post-it notes and place them on the relevant topic posters around the room. The topics were data handling, software installation, integrating technology and teaching, marking algorithm and methodology, and collusion, victimisation, and fairness. Participants then joined the poster group closest to their main question or issue. Each group consolidated questions on their poster into a flip chart under categories of problems needing solutions ("Agghhh") or those with potential solutions already ("Eureka"). Groups then reported back key findings so the facilitators could address issues in afternoon sessions.
Inspiration Workshop
The document discusses using Inspiration mind-mapping software for teaching. It includes an agenda that covers introductions, previous experience with mind-mapping, research on its benefits, answering participant questions, practicing using Inspiration together and individually, and sharing ideas. Participants are asked to brainstorm possible uses for Inspiration in their lessons and post lesson ideas on the workshop website. Resources for Inspiration including free trials and video demonstrations are also provided.
PPOCCID Sp09 Class 6v2
This document outlines the agenda and topics for an online course creation and instructional design class. The agenda includes team presentations, a discussion of final project requirements and dates, and time for students to meet in groups to work on their final projects. The document also lists learning outcomes for the course, which are that students will be able to identify elements of online course design, demonstrate pedagogical strategies for online courses, work collaboratively online, understand technical aspects of online learning, and create a plan for an online learning unit using the ADDIE instructional design model.
4 articulate tips short (2)
This document provides 4 tips for improving Articulate courses:
1. Enhance quiz questions visually by adding animations or images.
2. Customize the overall course appearance with a custom skin.
3. Build custom interactions using hotspots to link to different slides.
4. Replace standard bullet points with graphical bullets to enhance lists.
Eld presentation (final)
The presenters describe their process for redesigning an online textbook for a college grammar course. Their goals are to improve learning through personalized and adaptive learning experiences, integrated assessment, and data-driven insights. They discuss features of the existing course and plans for the redesigned online textbook, including phased development. It will use visual metaphors and focused learning assets with feedback. Data will inform further instructional improvements and asset development to enhance learning.
Transition into Blended Learning
This document discusses different approaches to taking classroom training online, including flipped classroom, virtual classroom, MOOCs/videos, and e-learning. It recommends a blended pedagogy approach that leverages the benefits of different methods. Specifically, it recommends foundational training using videos and modules, followed by virtual training for reinforcement and deeper learning. Some instructor-led training and activities/scenarios are also recommended, along with continuous mentorship. The goal is to harness the synergy between synchronous and asynchronous learning across online and offline settings. It provides details on executing this approach, from analysis and design to development, implementation, and ongoing management.
Atlas Group Preso #1
Atlas is an on-demand tutoring platform that connects students needing immediate homework help with available tutors nearby, similar to how Uber connects riders and drivers. It aims to address the problems of finding consistent tutoring being stressful and unnecessary when students only need help on a specific topic or exam, and tutors only having time for one session. The example given is of a student using Atlas to get a tutor immediately to help him understand a concept for an upcoming exam when no office hours are available.
Flipped learning computing science
This document provides an overview of resources for creating a flipped classroom. It discusses the benefits of flipping the classroom such as increasing interaction between students and teachers and providing opportunities for differentiation. It also presents data showing improvements in student performance and discipline cases after moving to a flipped model. The document then offers guidance on developing video lessons, including planning content, recording scripts, and using different tools. It suggests using the in-class time saved for activities like group work, research projects, and formative assessment. Finally, it addresses challenges of learner resistance and providing sufficient formative assessment and discusses using mastery learning in a flipped setting.
Team 4 d unit 1 wiki
This document evaluates and compares two learning objects: Shift Happens and Copyright.
For Shift Happens, it finds that while the presentation displays text and visuals effectively and varies its format, it does not clearly state its objective, overwhelms viewers with alarming information, and lacks target audience and measurement of outcomes.
Copyright is found to be more organized with an inferred clear objective, limited slides, and interactive elements like a quiz. However, it provides inconsistency in slides and some irrelevant graphics.
Overall, neither learning object is considered an effective training tool as they lack clearly stated objectives and expected outcomes for learners. The document concludes by referencing two sources on creating effective training programs and materials.
Portfolio presentations
This digital portfolio presentation by Dequilla Cruell for a university course discusses the tools and formats used to present information across six tabs:
Tab 1 uses a word cloud to grab attention and introduces the mission statement in plain text. Tab 2 uses an animation created in PowToon to showcase learning with technology. Tab 3 employs a SlideShare presentation for its transcript feature. Tab 4 displays emerging trends in an infographic. Tab 5 provides links in a Google Slide show and an editorial in plain text. Tab 6 concludes with a toolkit in SlideShare, allowing a familiar PowerPoint design.
Evaluative question 4
Eblogger was the primary new media technology used for research, planning, and evaluation for the student's coursework. All of the student's work was stored on Eblogger, allowing easy access without worrying about losing physical work. Eblogger also allowed embedding YouTube videos on the research blog for analyzing videos and receiving feedback, which provided helpful context for the student and teacher.
Going Mobile with Brightspace
Presenter: Shannon Forte, D2L, at 2016 Brightspace South Carolina Connection
Breakout session 11:15 am – 12:05 pm
Final pres multimedia
The document discusses the author's experience using various multimedia tools in their classroom over the past month. The author found the LiveScribe and Strip Design apps most useful, though LiveScribe had a learning curve. Successes included overcoming LiveScribe issues with colleague help and using Strip Design. Difficulties included LiveScribe's unintuitive software and struggling with video editing programs. The author enjoyed exploring different platforms through online learning and found Moodle provided a simple framework.
November Tool Time
The document highlights several iPad and web-based apps for use in K-12 classrooms to support student-centered learning and engagement. It summarizes the key features and uses of apps like Sentence Builder, Rocket Speller, Number Rack, Evernote, Skitch, and formative assessment tools using Google Forms. Links are provided for each app to learn more about its functionality and see examples. The goal is to showcase digital tools that can increase student achievement.
Storyboard705
The document outlines a Prezi presentation that will provide an overview of three Web 2.0 tools: LinkedIn, RE.VU, and Weebly. For each tool, the presentation will discuss profile creation, enhancement features, and include screenshots and audio to demonstrate the process. The objective is for users to understand how to add contacts in LinkedIn, add events to the timeline in RE.VU, and create a portfolio link in Weebly.
How do technology and pedagogy mix?
This presentation accompanies a webinar by Victor Ngobeni from Microsoft, South Africa. In the webinar Victor says, "“In this webinar, I would like to focus how Technology and Pedagogy mix as one of the units of the Teaching with Technology course, but I want to do this rather differently in a way of making it more interactive. I would like to make sure that the participants share strategies/ideas amongst each other of how they are able to “marry” the methods that they are using in the classroom with the relevant technology tools."
How to create a
The document provides tips for creating an effective PowerPoint presentation. It recommends starting with basics like choosing a topic and outlining key points. When developing the presentation, it advises following four principles of visual design: relevance, consistency, proportion, and unity. It also notes the importance of being aware of the technology used to display the presentation, such as digital projectors, overhead projectors, or interactive whiteboards. The document concludes by encouraging presenters to be creative and original.
Terrance j resume
Terrance M. D. Jones Jr. has a Masters in Instructional Technology and a Bachelor of Arts in Art Studio and Sociology. He has worked as an Instructional Designer intern at Strayer University where he designed course materials. He also worked at Bloomsburg University Foundation where he designed their crowdfunding website. Additionally, he has led instructional technology projects for government agencies and corporations. His skills include using programs like Captivate, Storyline, Dreamweaver and skills in HTML, CSS and more. He has received scholarships and awards and is involved in professional organizations and campus activities.
VLC WebEx meeting (8/9/11)
This document provides a summary of a course meeting for a Visual Literacy Composition course. The meeting covered:
- An introduction to the instructor and their background
- An overview of the course, which teaches visual composition techniques and how to analyze photos to identify techniques and meaning
- A review of the modules and assignments, which include learning techniques, analyzing photos, and creating a standards-based lesson integrating photos
- Details on the course calendar, graded portfolio, and tools like Blackboard and VoiceThread that will be used. Time was provided at the end for any questions.
#proglead15 Webinar 01
This 6-week online course focuses on leading programmes in higher education. Each week explores a different topic, such as the tasks of a programme leader, developing strategy, and assessing effectiveness. Participants discuss topics and complete writing assignments. The course format includes a Wordpress blog, Google+ for discussions, and other online tools. Working groups will also be formed. The first topic asks what characteristics make a good programme leader. Participants are tasked with structuring their response to this question by the middle of the week.
Photoshop Lesson 3
This document outlines a Photoshop lesson on text effects and clipping masks. The objectives are to understand text effects in Photoshop, further develop knowledge of layers, and learn to use the clipping mask tool. Students will practice creating basic stroke and clipping effects on text. They will watch demonstration videos and complete tasks applying these skills to create stylized text and combine text with photos using clipping masks.
Video and Audio in Learning
The document discusses using video and audio in training. Some key points include:
- Video and audio can be used to illustrate concepts, demonstrate processes, and support different learning styles. They make information more engaging.
- There are many free and low-cost tools for recording, editing, and sharing video and audio content, including smartphones, screen recording software, and hosting platforms.
- When creating video or audio content, it's important to plan the message, lighting, sound quality, and format/delivery to optimize the learning experience. Interactive elements can also be added.
Barwon SW Online Session 1
Presentation for first meeting of Barwon/South Western ACE providers participating in ementor programme. yum's Michael Gwyther is the Barwon/SW ementor.
Online session 1 ACFE Faciliate eLearning
Presentation for ACFE statewide Facilitate elearning unit from the TAE. Looks at Elluminate Tools and forthcoming Assessment Task.
More Related Content
What's hot
PPOCCID Sp09 Class 6v2
This document outlines the agenda and topics for an online course creation and instructional design class. The agenda includes team presentations, a discussion of final project requirements and dates, and time for students to meet in groups to work on their final projects. The document also lists learning outcomes for the course, which are that students will be able to identify elements of online course design, demonstrate pedagogical strategies for online courses, work collaboratively online, understand technical aspects of online learning, and create a plan for an online learning unit using the ADDIE instructional design model.
4 articulate tips short (2)
This document provides 4 tips for improving Articulate courses:
1. Enhance quiz questions visually by adding animations or images.
2. Customize the overall course appearance with a custom skin.
3. Build custom interactions using hotspots to link to different slides.
4. Replace standard bullet points with graphical bullets to enhance lists.
Eld presentation (final)
The presenters describe their process for redesigning an online textbook for a college grammar course. Their goals are to improve learning through personalized and adaptive learning experiences, integrated assessment, and data-driven insights. They discuss features of the existing course and plans for the redesigned online textbook, including phased development. It will use visual metaphors and focused learning assets with feedback. Data will inform further instructional improvements and asset development to enhance learning.
Transition into Blended Learning
This document discusses different approaches to taking classroom training online, including flipped classroom, virtual classroom, MOOCs/videos, and e-learning. It recommends a blended pedagogy approach that leverages the benefits of different methods. Specifically, it recommends foundational training using videos and modules, followed by virtual training for reinforcement and deeper learning. Some instructor-led training and activities/scenarios are also recommended, along with continuous mentorship. The goal is to harness the synergy between synchronous and asynchronous learning across online and offline settings. It provides details on executing this approach, from analysis and design to development, implementation, and ongoing management.
Atlas Group Preso #1
Atlas is an on-demand tutoring platform that connects students needing immediate homework help with available tutors nearby, similar to how Uber connects riders and drivers. It aims to address the problems of finding consistent tutoring being stressful and unnecessary when students only need help on a specific topic or exam, and tutors only having time for one session. The example given is of a student using Atlas to get a tutor immediately to help him understand a concept for an upcoming exam when no office hours are available.
Flipped learning computing science
This document provides an overview of resources for creating a flipped classroom. It discusses the benefits of flipping the classroom such as increasing interaction between students and teachers and providing opportunities for differentiation. It also presents data showing improvements in student performance and discipline cases after moving to a flipped model. The document then offers guidance on developing video lessons, including planning content, recording scripts, and using different tools. It suggests using the in-class time saved for activities like group work, research projects, and formative assessment. Finally, it addresses challenges of learner resistance and providing sufficient formative assessment and discusses using mastery learning in a flipped setting.
Team 4 d unit 1 wiki
This document evaluates and compares two learning objects: Shift Happens and Copyright.
For Shift Happens, it finds that while the presentation displays text and visuals effectively and varies its format, it does not clearly state its objective, overwhelms viewers with alarming information, and lacks target audience and measurement of outcomes.
Copyright is found to be more organized with an inferred clear objective, limited slides, and interactive elements like a quiz. However, it provides inconsistency in slides and some irrelevant graphics.
Overall, neither learning object is considered an effective training tool as they lack clearly stated objectives and expected outcomes for learners. The document concludes by referencing two sources on creating effective training programs and materials.
Portfolio presentations
This digital portfolio presentation by Dequilla Cruell for a university course discusses the tools and formats used to present information across six tabs:
Tab 1 uses a word cloud to grab attention and introduces the mission statement in plain text. Tab 2 uses an animation created in PowToon to showcase learning with technology. Tab 3 employs a SlideShare presentation for its transcript feature. Tab 4 displays emerging trends in an infographic. Tab 5 provides links in a Google Slide show and an editorial in plain text. Tab 6 concludes with a toolkit in SlideShare, allowing a familiar PowerPoint design.
Evaluative question 4
Eblogger was the primary new media technology used for research, planning, and evaluation for the student's coursework. All of the student's work was stored on Eblogger, allowing easy access without worrying about losing physical work. Eblogger also allowed embedding YouTube videos on the research blog for analyzing videos and receiving feedback, which provided helpful context for the student and teacher.
Going Mobile with Brightspace
Presenter: Shannon Forte, D2L, at 2016 Brightspace South Carolina Connection
Breakout session 11:15 am – 12:05 pm
Final pres multimedia
The document discusses the author's experience using various multimedia tools in their classroom over the past month. The author found the LiveScribe and Strip Design apps most useful, though LiveScribe had a learning curve. Successes included overcoming LiveScribe issues with colleague help and using Strip Design. Difficulties included LiveScribe's unintuitive software and struggling with video editing programs. The author enjoyed exploring different platforms through online learning and found Moodle provided a simple framework.
November Tool Time
The document highlights several iPad and web-based apps for use in K-12 classrooms to support student-centered learning and engagement. It summarizes the key features and uses of apps like Sentence Builder, Rocket Speller, Number Rack, Evernote, Skitch, and formative assessment tools using Google Forms. Links are provided for each app to learn more about its functionality and see examples. The goal is to showcase digital tools that can increase student achievement.
Storyboard705
The document outlines a Prezi presentation that will provide an overview of three Web 2.0 tools: LinkedIn, RE.VU, and Weebly. For each tool, the presentation will discuss profile creation, enhancement features, and include screenshots and audio to demonstrate the process. The objective is for users to understand how to add contacts in LinkedIn, add events to the timeline in RE.VU, and create a portfolio link in Weebly.
How do technology and pedagogy mix?
This presentation accompanies a webinar by Victor Ngobeni from Microsoft, South Africa. In the webinar Victor says, "“In this webinar, I would like to focus how Technology and Pedagogy mix as one of the units of the Teaching with Technology course, but I want to do this rather differently in a way of making it more interactive. I would like to make sure that the participants share strategies/ideas amongst each other of how they are able to “marry” the methods that they are using in the classroom with the relevant technology tools."
How to create a
The document provides tips for creating an effective PowerPoint presentation. It recommends starting with basics like choosing a topic and outlining key points. When developing the presentation, it advises following four principles of visual design: relevance, consistency, proportion, and unity. It also notes the importance of being aware of the technology used to display the presentation, such as digital projectors, overhead projectors, or interactive whiteboards. The document concludes by encouraging presenters to be creative and original.
Terrance j resume
Terrance M. D. Jones Jr. has a Masters in Instructional Technology and a Bachelor of Arts in Art Studio and Sociology. He has worked as an Instructional Designer intern at Strayer University where he designed course materials. He also worked at Bloomsburg University Foundation where he designed their crowdfunding website. Additionally, he has led instructional technology projects for government agencies and corporations. His skills include using programs like Captivate, Storyline, Dreamweaver and skills in HTML, CSS and more. He has received scholarships and awards and is involved in professional organizations and campus activities.
VLC WebEx meeting (8/9/11)
This document provides a summary of a course meeting for a Visual Literacy Composition course. The meeting covered:
- An introduction to the instructor and their background
- An overview of the course, which teaches visual composition techniques and how to analyze photos to identify techniques and meaning
- A review of the modules and assignments, which include learning techniques, analyzing photos, and creating a standards-based lesson integrating photos
- Details on the course calendar, graded portfolio, and tools like Blackboard and VoiceThread that will be used. Time was provided at the end for any questions.
#proglead15 Webinar 01
This 6-week online course focuses on leading programmes in higher education. Each week explores a different topic, such as the tasks of a programme leader, developing strategy, and assessing effectiveness. Participants discuss topics and complete writing assignments. The course format includes a Wordpress blog, Google+ for discussions, and other online tools. Working groups will also be formed. The first topic asks what characteristics make a good programme leader. Participants are tasked with structuring their response to this question by the middle of the week.
Photoshop Lesson 3
This document outlines a Photoshop lesson on text effects and clipping masks. The objectives are to understand text effects in Photoshop, further develop knowledge of layers, and learn to use the clipping mask tool. Students will practice creating basic stroke and clipping effects on text. They will watch demonstration videos and complete tasks applying these skills to create stylized text and combine text with photos using clipping masks.
What's hot (19)
Viewers also liked
Video and Audio in Learning
The document discusses using video and audio in training. Some key points include:
- Video and audio can be used to illustrate concepts, demonstrate processes, and support different learning styles. They make information more engaging.
- There are many free and low-cost tools for recording, editing, and sharing video and audio content, including smartphones, screen recording software, and hosting platforms.
- When creating video or audio content, it's important to plan the message, lighting, sound quality, and format/delivery to optimize the learning experience. Interactive elements can also be added.
Barwon SW Online Session 1
Presentation for first meeting of Barwon/South Western ACE providers participating in ementor programme. yum's Michael Gwyther is the Barwon/SW ementor.
Online session 1 ACFE Faciliate eLearning
Presentation for ACFE statewide Facilitate elearning unit from the TAE. Looks at Elluminate Tools and forthcoming Assessment Task.
Go Blog Yourself
This document discusses blogs, including what they are, different types of blogs, and how to start and maintain a successful blog. It provides examples of top blogs, advice from blogging experts, recommendations for blogging platforms like WordPress and Tumblr, tips for finding your voice and encouraging feedback, and resources for learning more about blogging.
ACPET Mentoring Programme 2010 Online Session 4
The document discusses an online session for an eLearning mentor programme on November 10. It provides information on the programme and instructions for presentations, including defining problems eLearning could help address, discussing courses developed for flexible delivery, the design process used, and results from trials with learners. Participants are asked to discuss lessons learned and future plans for embedding eLearning at their institutions.
The Pitch
Assessment Task 3 Guide for ACFE learners studying TAADEL501B Facilitate e-learning with CAE. Unit delivery by yum productions.
e Assessment
The document discusses using technology and learning design to gather quality assessment evidence. It covers various topics related to online and blended learning assessments including virtual classrooms, decision making trees, case studies, peer review, and using industry knowledge. Tools that can be used to create online assessments and scenarios are also presented.
Session2
The document discusses the use of Web 2.0 tools like RSS readers, wikis, and social networks to facilitate personal learning networks (PLNs) and knowledge sharing. It notes that these tools allow learners to actively create and participate in information instead of just consuming it. The document also outlines several principles of effective knowledge sharing, including the importance of communities of practice, storytelling, and balancing online and offline interactions.
Strategies for keeping the eLearner engaged
PowerPoint for session conducted for ACPET eLearning Public Workshops - "Strategies for keeping the eLearner engaged" by Michael Gwyther, yum productions
Acpet vic elearning_induction2010
The document provides information about an e-learning induction program including program introductions and objectives, mentor training, project deliverables, planning meetings and dates, models of e-learning content and delivery, and how to develop content that follows standards for accessibility, file formats, and client platforms. Participants are instructed on developing learning objects and packaging content, and encouraged to visit online repositories of learning objects.
Brief 3
Julia, a social worker at the Youth Centre, wants to launch a website for National Youth Week to connect with the local youth. She proposes linking the website to social media platforms like Twitter and Facebook to spread information about events, activities, and allow discussions. Julia tasks the assistant with researching popular social sites and creating a plan for the website, which should include video, audio, images, and text, to present within a week.
Google part 1
1) Gmail can be set up by going to google.com and clicking on the Gmail link to create an account, which gives access to Gmail and other Google services.
2) Gmail has benefits over folders like allowing emails to be in more than one location through labels, and has a powerful search and priority sorting features.
3) Google Documents allows creating, sharing, and editing documents online in real-time with others, and has features for uploading, downloading, and publishing documents.
Acpet eLearning Program 2013 Webinar 4 - Facilitating Webinars
This document summarizes an online facilitation session that covered:
1) The use of webinars and online discussions for blended learning, including examples like group projects, Q&As with experts, and peer review of work.
2) Tools for online facilitation like virtual classrooms, video conferencing, and platforms like Google Hangouts.
3) Challenges of online facilitation like engaging learners and preparing content, and tips for running webinars like allowing time for lag and using questions to refocus.
Daisy-chaining Robots - A Social Media Masterclass
This masterclass is about developing an online communication strategy for creative & cultural industries and businesses wanting a creative edge. Of course you'll already need to have a presence of sorts, it is advanced after-all.
We will aim to develop an online communication strategy using case studies & practical activities the session will cover:
the importance of personality online
harnessing new style marketing
using dashboards to automate
image is content royalty
control your copyright
mailing list use & security
team & guest blogging
This session has been generously supported and subsidised by the City of Ballarat and by Yum Studio. This session took place at the Art Gallery of Ballarat on Monday 17th June, 10 am-4 pm.
CCA eLearning Presentation
Quick intro to blended learning for participants in the Community Colleges Australia Victorian networking project. Developed and presented by Michael Gwyther
Viewers also liked (15)
Acpet eLearning Program 2013 Webinar 4 - Facilitating Webinars
Acpet eLearning Program 2013 Webinar 4 - Facilitating Webinars
Daisy-chaining Robots - A Social Media Masterclass
Daisy-chaining Robots - A Social Media Masterclass
Similar to Session 5 TAA eLearning course
Online session 2
The document outlines the tasks and requirements for an online course. It discusses presenting an eLearning design plan to peers for feedback. Students must then demonstrate delivery of the plan through an online platform like Moodle or blog. This involves preparing course content and assessments, as well as trialing and documenting the delivery process. Next, students are asked to submit a report on their monitoring, support activities and technical issues across the course delivery. Finally, students will review the eLearning delivery based on learner evaluations.
Preparing to teach online
This document provides an overview of topics and considerations for preparing to teach online, including pre-workshop preparation, instructor background, moving course content online, facilitating online discussions, online assessment options, and the differences between synchronous and asynchronous teaching. Key areas covered are managing student expectations in the online environment, communication policies, chunking content, creating an accessible online syllabus, recording microlectures, facilitating discussions, providing feedback, and using tools to enable interactive and collaborative learning experiences.
CATs and Instructional Technologies
Class 2, Instructional Strategies and Technologies for Adult Learning, Johns Hopkins University School of Education
Creating your frst online video course
This document provides steps for creating an online video course. It outlines planning the course by choosing a topic, defining the audience and their skill level, learning objectives, and course structure. It also discusses creating course content like introductory videos, presentations, and assessments. Finally, it covers publishing the course online and promoting it through social media, early users, and faculty groups.
ACPET eLearning Mentor Program - Online Session 1
This document provides an overview of an online session for an e-learning program. It includes templates and guidance for drafting a course design and delivery plan, with sections on project scope, content planning, features, interactions, and peer review. Participants are asked to describe their proposed unit of competency, multimedia use, teaching methods, and learner interactions for feedback. Future workshop dates on using audio and podcasting are also listed.
Digital quality carpet
This PowerPoint presents the digital quality carpet and how a group can use it to collaborate via Skype.
Sunway University 12th Annual ESAP Symposium (E) Workshop J The Adoption of T...
This document provides guidance on creating an online lesson plan that incorporates technology-enhanced learning for inclusive education. It consists of 7 steps: 1) select a subject and lesson, 2) identify learning outcomes, 3) focus on formative assessment, 4) select relevant activities, 5) choose appropriate technology tools, 6) list instructional steps, and 7) describe feedback methods. Examples of technology platforms that can be used include Padlet, Kahoot, Screencast-O-Matic, Microsoft 365, Microsoft Teams, and Google Classroom. The online lesson plan template includes spaces for topics, learning outcomes, assessment type, online delivery methods, and providing feedback.
Preparing to teach online
This document summarizes a workshop on preparing to teach online. It discusses various topics covered in the workshop including pre-workshop preparation, the background of one of the instructors, questions to ask participants, moving course content online, creating an online syllabus, communication policies, making lectures interactive, assessments, and providing feedback. It also provides examples of creating interactive content using tools like Twitter, Prezi, and Poll Everywhere. The document discusses facilitating online discussions, building rapport, developing discussion prompts and feedback routines. Finally, it covers synchronous vs asynchronous learning and examples of active learning techniques for synchronous sessions.
Evaluation and usability - ACPET e Mentor session
PowerPoint presentation from Blackboard Collaborate session with ACPET Victorian RTO e Mentor programme.
Evaluation
The evaluation for the G321 Project must answer set questions about how the media product uses or challenges conventions, how it represents social groups, and what institution might distribute it. It cannot simply be a written response, but must use digital technology. Common formats include a PowerPoint presentation, blog, podcast, or DVD with extras. Students are encouraged to use multimedia like photos and video to reduce the word count. The evaluation is due by April 9th and can be completed during the Easter break in digital form. Students will receive guidance on answering each question and make an initial plan for presenting their responses.
Acpet Livesession1 2009
This document provides an overview and tasks for an online mentoring session on developing a business case and delivery plan for an e-learning initiative. It includes:
1) Confirming mentor visits and finalizing the delivery plan and strategies.
2) Outlining the requirements for part 2 of the business case due by April 28th, including a description of the initiative, proposed delivery profile, and organizational support.
3) Identifying stakeholders, their relationships and characteristics, and potential resistance.
4) Introducing a course delivery template and unit delivery planning template.
5) Providing online resources and introducing Cmaps as the tool of the week for concept mapping.
BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...
According to Willis Towers Watson, 90 percent of maturing companies expect digital disruption, but only 44 percent are adequately preparing for it. In this webinar hosted by Manjit Sekhon, Director of Learning Experience Design at Intrepid by VitalSource, you will learn how to help your organization prepare for the challenges of digital disruption through next-generation digital learning. The webinar will cover the topics you need to think through before making a digital move and will include a downloadable blueprint template to get you started on your own digital learning transformation journey.
Takeaways:
How to shift your mindset when it comes to effective digital learning strategies
Methods for thinking about utilizing your current resources differently
Receive a template PowerPoint ready for you to build out and immediately use for your own organization’s specific objectives and opportunities
Analysis Of Presentation Tools For Developing Training Materials
This document analyzes and compares various presentation tools that can be used to develop training materials and promote active learning. It discusses 10 tools - Buncee, Google Slides, Haiku Deck, LessonUp, NearPod, Pear Deck, PowToon, Prezi, Sutori, and Visme. For each tool, it provides a brief description and overview of features. It then assesses and compares the tools based on language availability, licensing, ability to work simultaneously, and features for student assessment. The document concludes that these tools can offer educators a variety of options for developing educational materials and facilitating active student participation.
W200 week4 fall2011
1. The document discusses using technology for teaching and learning based on principles of efficiency, effectiveness and enhancement (3Es).
2. It introduces the concept mapping tool Inspiration and shows how it can be used to organize content in an efficient and effective manner to meet learning goals.
3. Students are instructed to find another concept mapping tool, describe its educational value, and reflect on how their Inspiration example meets the 3Es criteria.
Introducing+ClassPoint+-+2024+Demo.pptx.
ClassPoint is an all-in-one teaching tool that allows educators to seamlessly add interactive quizzes, games, and other activities directly into PowerPoint presentations. It includes features like multiple choice, short answer, and drawing questions, live polling, gamification tools, and AI-generated quizzes. The tool aims to improve student engagement during lessons and make assessments more effective. Pricing plans include free basic access and paid Pro and Premium plans that provide additional features and support larger class sizes.
Tools for Designing Distance Learning Instruction
The document provides an overview of an instructor certification course that trains faculty to develop distance learning courses using best practices. The 8-module course covers topics like pedagogy, course design tools, software applications, audio/video content, and accessibility guidelines. It introduces tools for creating online learning objects and resources to support online instruction. The course aims to help participants describe various design tools, identify appropriate tools for specific purposes, and incorporate tools in developing online course elements while following ADA accessibility standards.
eLearning from Classroom Material – All You Need to Know to Get Started
eLearning from Classroom Material – All You Need to Know to Get StartedCommLab India – Rapid eLearning Solutions
eLearning - Is your training material ready? Read on for insights from CEO and Co-Founder of CommLab India. Learn how to build engagement by applying rich knowledge from SME inputs. ISD / ADDIE Design Document Template
This document outlines the instructional design process for a new training course following the ADDIE model of Analyze, Design, Develop, Implement, and Evaluate. It includes sections for needs analysis, content items, design, development, implementation, and evaluation. Key information gathered includes the target audience, proposed budget, learning objectives, content outline, assessment questions, and plans for measuring the impact of the training.
Week6 content exploration
This document provides guidance for an in-class activity to create a WebQuest and discusses content exploration tasks and tools. It begins by defining a tool as an instrument used for work and outlines categories of content exploration tasks including exploring, reviewing, and applying knowledge. A variety of tool types are presented from least to most complex, including reference tools, drill and practice, tutorials, educational games, and simulations. The document concludes by instructing students to work in groups to create a WebQuest using appropriate standards, tasks, processes, resources, and evaluations. They are expected to analyze a case and select technology options to justify in a reflection.
Action plan o3
This document provides guidelines for using learning tools and setting up an online course on a website for the IENE7 project. It outlines how a MOOC will be structured with modules covering curriculum units. Learning activities for each topic will include presentations, videos, readings and discussion forums. Partners will identify online resources and create learning tools in PowerPoint with information, videos and quizzes. The tools will be translated and uploaded to the project website and SlideShare channel. Evaluation tools will assess participants. The resources will be used to set up the MOOC and online course for the project.
Similar to Session 5 TAA eLearning course (20)
Sunway University 12th Annual ESAP Symposium (E) Workshop J The Adoption of T...
Sunway University 12th Annual ESAP Symposium (E) Workshop J The Adoption of T...
BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...
BUILD YOUR BLUEPRINT FOR DIGITAL LEARNING: HOW TO TRANSFORM YOUR LEARNING ORG...
Analysis Of Presentation Tools For Developing Training Materials
Analysis Of Presentation Tools For Developing Training Materials
eLearning from Classroom Material – All You Need to Know to Get Started
eLearning from Classroom Material – All You Need to Know to Get Started
More from Yum Studio
501 Online facilitation Week 5
This document provides information about an e-learning presentation session taking place on July 4th. It outlines that there will be a 15 minute presentation slot for each of the 8 students listed, with a 5 minute turnover period in between each. It also mentions that feedback will be collected via a Google form. Finally, it indicates that the facilitation session and journals are due on specific dates in July as part of Assessment 3.
501 Online facilitation Week 2
The document provides an overview of facilitating online teaching and learning. It discusses synchronous and asynchronous learning, the role of the facilitator in online discussions, and different tools that can be used to engage learners such as Kahoot, polling, brainstorming, and virtual classrooms. The facilitator's role is to promote interaction between learners, provide guidance and feedback, and ensure learners are applying the content through activities.
Digital Tools - What's out there?
PPT presentation for ACPET webinar looking at various present and future approaches to digital vocational education and training.
http://acpet.edu.au/
What makes a great blended learning trainer and academic?
This document discusses what makes a great blended learning trainer and academic. It covers facilitating social and collaborative communication, teaching using virtual classrooms and synchronous tools, understanding e-assessment options, and accessing cloud-based storage. The outcomes include evaluating skills for various teaching modes and applying blended learning strategies through professional development. It also discusses auditing staff capacity to implement blended learning.
Captivate and Articulate Storyline
Screen dump for ACPET webinar exploring and contrasting the use of these two very popular elearning content development programs.
Video
This document provides guidance on creating engaging video content for education and training. It discusses using video to illustrate processes, depict real-world scenarios, and enhance learning through activities, quizzes and interactive elements. Tips are provided on video production, including filming techniques, editing software, file formats and delivering video to learners. Effective uses of video include demonstrations, assessments, and supporting group projects. Overall the document aims to showcase how video can be integrated into education to improve learner engagement, identification with course material, and cater to different learning preferences.
Acpet Moodle from Scratch Version 2
This document discusses implementing and using Moodle as a learning management system (LMS) for blended learning. It covers:
- Options for delivering content both online and face-to-face using different modes like self-paced and facilitated online learning.
- Common activities, resources, and tools available in Moodle like forums, wikis and assignments that can be used for teaching and assessment.
- Best practices for applying different blends of modes and tools depending on the type of course, like using social learning tools for soft skills.
- Considerations for hosting, content development, staff support, and integrating an LMS with other systems.
Designing Teaching and Learning Activities for Blended Learning
This document discusses designing blended learning activities. It defines e-learning and blended learning, noting that blended learning combines online and face-to-face delivery. The document provides tips for implementing blended learning and addresses common myths. It discusses different blended learning models including various combinations of face-to-face, self-paced online, and facilitated online delivery. Examples are given for different types of courses. Infrastructure needs and assessment considerations for blended models are also covered.
Embed with Moodle
This document discusses embedding and manipulating third party content in Moodle courses. It provides examples of embedding content from YouTube, Slideshare, Scribd and other sites using iframe tags or embed codes. The document also covers multimedia plugins, file formats, and settings for embedding content in Moodle.
E-Assessment ~ Vet Development Centre
This document provides an overview of a workshop on building eAssessment. The workshop agenda includes defining e-assessment, facilitating webinar and discussion forum-based assessments, group work projects, tools for mobile evidence capture and student productivity. It discusses principles for developing self-paced assessment tasks. The document outlines various e-assessment methods like quizzes, webinars, mobile evidence, discussion forums, and trends in areas like simulation, questioning and placement reporting. It provides examples of using these methods and addresses issues around identity, cheating and skills assessment in an online environment.
Vetdc moodle lesson
Ideas for using the Moodle Lesson activity and the self paced content and assessment models it can support.
Social media tools for training: Facebook and Google+
The document discusses using social media tools like Facebook and Google+ for training purposes. It provides an overview of setting up accounts and pages on these platforms and using groups and communities to connect with learners, engage them in discussions, and share content and resources. The document also discusses measuring performance on Facebook, creating different types of posts, and using tools on both platforms for training activities, knowledge building, and facilitating online learning events.
Moodle from Scratch
Presentation for ACPET webinar for RTOs getting started with Moodle. The live session explores:
• understand the options available to RTOs to deliver part or all learning online
• understand how Moodle is integral to a blended learning strategy
• getting courses up and running with implementing Moodle
• options for hosting
• understand how resources and activities are created and distributed to learners
• how to teach and assess using Moodle
• implications for RTO resources, staffing and support
• reporting
• integration with other RTO systems
e Assessment
Presentation for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
Facilitating Educational Webinars
This document provides an overview of online facilitation best practices. It discusses the benefits of online facilitated learning, including blended learning options. It also addresses some common challenges facilitators may face, such as keeping participants engaged and managing technology issues. The document recommends using a variety of synchronous tools and activities to encourage participation. These include breakout groups, polling, peer review, and action learning. It emphasizes the importance of preparation, limiting lectures, and providing multiple ways for learners to contribute. The overall message is that online facilitation requires actively engaging learners and promoting discussion.
Moodle lesson
This document discusses using Moodle's Lesson tool to create rapid eLearning content. It describes features of the Lesson tool like adding content, assessments, branching, and multimedia. It provides examples of content types like demonstrations, scenarios, and knowledge checks. It also discusses storyboarding, planning lessons, and using narratives and characters to engage learners. The document recommends developing a simple practice activity using choices, quizzes, or content modules in the Lesson tool.
CCA eLearning Conference Presentation -
Agenda:
eLearning is about collaboration, communication and community
Questions of content, assessment and facilitation
CCA eLearning Presentation 3 Create and edit Video on your smart phone and Ta...
This document discusses using video in training. Some key points covered include:
- Video is good for demonstrations, illustrations, and showing concepts and examples. It can be supported by text, images, descriptions, etc.
- The cost of video production has decreased significantly over time.
- Learners can create their own videos which enhances interaction and personalization compared to just viewing others' videos.
- Short videos can replace lengthy text for explaining detailed processes.
- Videos can be used for scenarios, case studies, interviews, demonstrations, and enhancing active learning through quizzes and problem solving examples.
- Video promotes identification with job roles and supports visual and reflective learners.
CCA eLearning Presentation 2 How to use social media for marketing and networ...
This document provides an overview of how to use social media for marketing and networking. It discusses popular social media platforms like Facebook, Twitter, LinkedIn, YouTube and their features. It also describes how to use these platforms for networking, marketing a business, training and creating online communities. Specific tips are provided on setting up profiles, pages and groups, engaging audiences, blended learning approaches, online facilitation, measurements and policies.
Learn Local Moodle Webinar #3 - Course formating ideas
-Moodle plug ins that can extend course formatting options and how to install them.
-How to exploit Moodle section, resource and activity links to create custom navigation inside your Moodle course from text or icons.
More from Yum Studio (20)
What makes a great blended learning trainer and academic?
What makes a great blended learning trainer and academic?
Designing Teaching and Learning Activities for Blended Learning
Designing Teaching and Learning Activities for Blended Learning
Social media tools for training: Facebook and Google+
Social media tools for training: Facebook and Google+
CCA eLearning Presentation 3 Create and edit Video on your smart phone and Ta...
CCA eLearning Presentation 3 Create and edit Video on your smart phone and Ta...
CCA eLearning Presentation 2 How to use social media for marketing and networ...
CCA eLearning Presentation 2 How to use social media for marketing and networ...
Learn Local Moodle Webinar #3 - Course formating ideas
Learn Local Moodle Webinar #3 - Course formating ideas
Recently uploaded
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as discipline
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Benner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Bossa N’ Roll Records by Ismael Vazquez.
Bossa N Roll Records presentation by Izzy Vazquez for Music Retail and Distribution class at Full Sail University
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف أحرف الخلاف للقراء العشرةأعد أحرف الخلاف بالتلوين وصلا سمير بسيوني غفر الله له
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
How Barcodes Can Be Leveraged Within Odoo 17
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Leveraging Generative AI to Drive Nonprofit Innovation
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"National Information Standards Organization (NISO)
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.Recently uploaded (20)
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) Curriculum
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
مصحف القراءات العشر أعد أحرف الخلاف سمير بسيوني.pdf
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Leveraging Generative AI to Drive Nonprofit Innovation
Leveraging Generative AI to Drive Nonprofit Innovation
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Jemison, MacLaughlin, and Majumder "Broadening Pathways for Editors and Authors"
Session 5 TAA eLearning course
- 1. The 5 th Beatle Hurry up weekend Balance & Harmony Cat with the cream Only way is up Use the text tool to record your current mood state
- 8. Assessment Task 4 The Pitch!!
- 11. Weekly Activity Peer Support
- 18. Udutu